Elimination+of+Class+Rank

Abstract: In this article, the authors test a "frog-pond" model of elite college admission proposed by Attewell, operationalizing high school academic context as the secondary school-average SAT score and number of Advanced Placement tests per high school senior. Data on more than 45,000 applications to three elite universities show that a high school's academic environment has a negative effect on college admission, controlling for individual students' scholastic ability. A given applicant's chances of being accepted are reduced if he or she comes from a high school with relatively more highly talented students, that is, if the applicant is a small frog in a big pond. Direct evidence on high school class rank produces similar findings. A school's reputation or prestige has a counterbalancing positive effect on college admission. Institutional gatekeepers are susceptible to context effects, but the influence of school variables is small relative to the characteristics of individual students. The authors tie the findings to prior work on meritocracy in college admission and to the role played by elite education in promoting opportunity or reproducing inequality, and they speculate on the applicability of frog-pond models in areas beyond elite college admission.

Abstract: This paper presents survey data concerning the procedure for determining Class Rank and Valedictorian status at 232 of the 500 largest public high school districts in the United States. These data are analyzed to consider whether or not districts are currently employing methodologies that provide students with appropriate incentives and provide colleges with appropriate information. In summary, the majority of high schools (in the sample) place additional weight on advanced placement and, at times, honors courses. However, this is typically done using methods that have flaws including inequitable premiums, rewarding students for doing less, and confusing and conflicting information. The findings of this survey suggest that current State-based ‘percent-plans’ or other guaranteed admissions programs may not be targeting the intended students.

Abstract: The listing below provides a historical overview of the evolution of the charges of the various action teams related to eliminating decile rankings and portraying our students' performance most advantageously to colleges and universities. Interestingly since the outset of this study, the charge has been stated directly: discontinue decile rankings, but it has taken extensive time and thoughtful study to bring this recommendation to fruition. Relevant verbiage from the different action plans is shared below.

Abstract: This new report also scrutinizes a premise of Buddin’s analysis that was lef t unexamined: did he successfully isolate the effects of teachers on their students’ achievement? Simply finding that the model yields different outcomes for different teachers does not tell us whether those outcomes are measuring what’s important (teacher effectiveness) or something else, such as whether students have learning resources outside of school. Fortunately, there are good ways that a researcher can test whether such results are true or are biased. This can be done through a series of targeted st atistical analyses within what we characterize as an overall ―sensitivity analysis‖ to the robustness of Buddin’s value -added model. One would expect inclusion of such a sensitivity analysis as part of any researcher’s due diligence whenever a value- added model is being proposed as a principal means of evaluating teachers.

Abstract A student’s standardized examination score and high school percentile rank are two quantitative factors admission often uses to form a selection index, which is one of the main criteria used to make college admission decisions, especially in public universities. While the standardized scores are based on national examinations, the high school percentile rank is dependent on the quality of the student’s high school. We constructed a modified high school percentile rank variable, to take into account both high school percentile rank and the quality of the student’s high school. Using student data from the University of Illinois at Chicago, we showed a student’s modified high school percentile rank as a substantially better indicator for university success than other commonly used variables. Based on this result, we recommend the use of a different admission selection index; one based on a student’s standardized examination score and modified high school percentile rank. This new admission index should be used, together with other considerations such as diversity, to make better college admission decisions.

Abstract The College Board Advanced Placement Program allows high school students to take college-level courses and if an appropriate score on an exam is received, college credit is earned. While the program has had its detractors (access in rural and inner-city schools, lack of diversity, pre-selection of talented students, poor articulation with actual college course work, etc.), it has had tremendous growth throughout the country. In this study, pre-college criteria, high school rank and SAT score were used to categorize students. Therefore, students with similar abilities could be compared, with the only difference being earned advanced placement credit. Regardless of ethnicity, gender, class rank or SAT score, students with advanced placement earned higher first semester college GPAs than their counterparts with similar high school academic characteristics, but who lacked advanced placement credit.

Abstract: NACAC looks at class rank

Abstract: This study examines predictors of academic success in a private women's college. We investigated academic factors (e.g., high school grade point average, standardized test scores) and socioeconomic status (e.g., parents' occupation, need for financial aid) as possible predictors of academic success among White and non-White students. Data was collected archivally from 299 former students at a small, Midwestern private women's college. We found that academic factors were good predictors of college success in general but especially for White students. Among non-White students, only high school grade point average (G.PA.) and class rank predicted college success. Students who indicated a need for financial aid tended to have higher G.P.A. s than those who did not indicate such as need. Our results indicate that women's institutions should carefully consider the use of standardized test scores when evaluating non-White applicants. Reprinted by permission of the publisher.  '